【作者】 李晓雯；

【导师】 应湘；

【作者基本信息】 广州大学 ， 教育， 2011， 硕士

【摘要】 中学班主任胜任力评价主要用于监控班主任职前教育的进程和评估为提高班主任胜任力所进行的培训效果。本研究采用的是韩曼茹2004年编制的我国中学班主任胜任力量表,包括12项胜任特征：知识结构、教学能力、育人能力、心理辅导能力、班级管理技能、教育观念、职业道德、情感、自我监控能力和人际交往、成就动机和工作质量意识。学校可以根据此问卷招聘测评班主任,或评价为提高班主任胜任力而进行的培训效果,班主任也可以根据测评结果来设定自己的职业目标,向高绩效班主任方向迈进,从而提高班级管理水平。为此,本文采用问卷调查法、文献法等方法进行研究,并根据中学班主任胜任力问卷,在广州市南沙区范围内选取重点与非重点各两所学校进行施测,探索目前南沙区中学班主任的胜任力水平。本论文的研究分为四部分：研究一：自我评价与他人评价相结合。以中学班主任胜任力评定问卷为工具,收集数据,通过与城市中学(太原市中学)的班主任胜任力特征进行比较,分析南沙区农村中学班主任胜任力总体特征。研究二：对农村中学中的重点与普通中学进行差异比较,探讨两类学校之间的差异。研究三：对不同年级班主任胜任力特征之间进行差异比较。研究四：对不同班主任工作经验的胜任力特征之间进行差异比较。最后还对提高班主任胜任力提出可行性建议。本研究有其理论意义和实践意义：理论意义：(1)有助于有效描述班主任成长发展过程,全面描绘优秀的高绩效班主任的特征。(2)有助于丰富教师领域的胜任力研究。(3)有助于进一步深化有关农村初中班主任胜任力的相关研究。实践意义：(1)农村初中班主任胜任力研究有利于促进同类学校班主任队伍建设和班主任自身的发展。(2)在比较中看到农村初中班主任对胜任力的自我评价和学生评价之间的差异,有助于班主任进一步提升自身的胜任力。(3)在教育领域,依据一个地区教育发展的需要来研究教育者的胜任力特征,具有一定的现实意义。(4)有助于激发班主任专业发展自主性。(5)有助于初中生身心健康成长。最后研究结果表明：(一)南沙区与太原市班主任胜任力特征整体上呈现相同的趋势,职业道德和自我监控能力最高；学生对班主任进行评价中,心理辅导能力与育人能力最低,班主任自我评价中育人能力与工作质量意识最低。(二)南沙区重点中学与普通中学班主任胜任力各个特征之间均存在显著差异,12个胜任力特征重点中学均比普通中学高。(三)南沙区初中班主任胜任力特征不同年级间呈现显著差异,均呈现七、八、九三个年级逐级下降趋势。(四)胜任力特征并不随班主任工作经验的长短而存在差异。更多还原

【Abstract】 The secondary school teachers’competence evaluation is mainly used to monitor head teachers’pre-post education process and to evaluate the trainings which are carried on in the purpose of enhancing head teachers’competence. The questionnaires are made by HanManRu in 2004. The competence items are as follows:knowledge structure, instruction ability, cultivate ability, psychology tutoring ability, self supervise ability, achievement motive, education concept, professional ethics, class management skill, emotion, interpersonal association, job quality consciousness. Schools may employ head teachers according to this questionnaire or assess the trainings which are carried on in the purpose of enhancing head teachers’ competence. Head teachers may also establish their own career objectives according to the evaluation results, and make great strides forward to head teachers of high achievements, thus raise the class management level.Therefore, documentary data method, questionnaire method and so on are adopted in this research. This research is based on the questionnaires of testing the competence of secondary school head teachers, and selects two common schools as well as two key schools in exploring the competence of head teachers from Nansha District, Guangzhou.Present paper’s research is divided into four parts:Studies One:Self-assessment unifies with other people’s appraisals. The research takes evaluation questionnaires of the competences of secondary school head teachers as a tool, collects the data, and analyzes overall competency of secondary school head teachers in this district. The comparison is made according to the data from Taiyuan Secondary School which is an urban middle school.Studies Two:The research carries on the comparison between key schools and common schools, and discusses the differences between two kinds of schools in order to improve head teachers’ competences from those concrete characteristics.Studies Three:The research carries on the comparison among head teachers from different grades.Studies Four:The research carries on the comparison among head teachers with different work experiences. Finally, after analyzing the competence characteristics of head teachers in this district, we find out those characteristics which head teachers with high or low achievement separately have, and put forward feasible proposals.Theoretical significance:(1) It is helpful to describe the developing process of head teachers and the characteristics of head teachers with high achievement. (2) It is helpful to enrich the researches of teachers’ fields. (3) It is also helpful to further deepen the related research on related rural junior middle school teachers’ competences.Practical significance:(1) It is helpful to promote the construction and self-development of head teachers from similar schools. (2) The differences between teachers’ self-appraisal and students’ assessment help to further promote teachers’ competences. (3) In the educational fields, resting on the need of a local educational development to study educators’ characteristics has certain practical significance.(4) It is helpful to inspire head teachers’ career development independency. (5) It is helpful to junior middle school students’ physical and moral integrity growth.Finally the findings indicated:(1) Among the Nansha District head teachers’ competence characteristics, self supervise ability and professional ethics are the highest. As for student assessment, head teachers’ cultivate ability and psychology tutoring ability are the lowest, while in teachers’ self-appraisal, job quality consciousness and cultivate ability are the lowest. The research has similar trend with that of Taiyuan Secondary School.(2) In each characteristic, there are obvious differences between key schools and common schools. Twelve competence characteristics of key schools are higher than those of common schools.(3) The competence characteristics present remarkable differences not in the same year, but present progressive declining trend in Grade Seven, Eight and Nine.(4) There are no obvious differences in the competence characteristics along with work experience’s length.更多还原